Department Environment and Work-to-Life Conflict Among Faculty in the STEM Fields

Minnotte, Krista Lynn; Pedersen, Daphne E.

doi:10.1177/0192513x19837316

Cited by 12 publications

(11 citation statements)

References 78 publications

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“…Initially the research suggested a chilly climate [18,19], then focused on deficiencies in women's attitudes and behaviors [20] and has now become focused on issues of society, life choices, and bias [21]. The latest research suggests that many of the problems women face are cultural, and similar to what women in leadership positions face: implicit gender bias [22], harassment [23,24], dual-career couple issues [25], imposter syndrome [5,6], home/work balance [26], and lack of sense of belonging [27]. Many of these issues are discussed in references [28,29].…”

Section: Literature Reviewmentioning

confidence: 99%

Barriers and Assistance for Female Leaders in Academic STEM in the US

McCullough

2020

Education Sciences

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Women in science, technology, engineering, and mathematics (STEM) fields are under-represented, and women are also less likely than men to be in leadership positions, generally. Little is known about the intersection of these areas: women in leadership in STEM. To determine what sort of barriers and assistance female STEM leaders have encountered, a survey was developed asking women who are in academic leadership positions in STEM about their experiences. The main barriers were similar in the STEM area and in leadership: balancing work/home life, devaluing of achievements, and imposter syndrome. The main two types of assistance in both STEM and leadership were support from spouse/partner, and encouragement from peers. The main barriers women encounter are cultural and will take time to overcome. The main assistance women have had comes from people, not training or institutional structures.

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Section: Literature Reviewmentioning

confidence: 99%

Barriers and Assistance for Female Leaders in Academic STEM in the US

McCullough

2020

Education Sciences

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“…Timing was crucial, and would likely continue to be important, especially in relation to planning a family; this will be a key aspect to consider as transitions to midcareer or into leadership roles for these women and potential impacts of family (Beddoes & Pawley, 2014;Howe-Walsh & Turnbull, 2016;Rafnsdóttir & Heijstra, 2013;Toader, 2018;Minnotte & Pedersen. 2019;Shreffler et al, 2019).…”

Section: Short-term Emergence Of Academic Identitiesmentioning

confidence: 99%

Understanding social constructions of becoming an academic through women’s collective career narratives

Barnard

Rose

Dainty

et al. 2021

Journal of Further and Higher Education

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The transition of early career researchers into academic posts is understood to be a crucial career step and marks a point at which representation of women declines significantly. The research adopts a participatory qualitative research methodology through career narrative interviews and group discussions with women engineers recently appointed into academic posts. It was found that academic careers are 'hoped for', but not described as a straightforward option in terms of either securing tenure or future career development. The collective career paths outlined were rarely linear and featured key moments of crisis and self-doubt, culminating in 'tentative' career identity formation in the face of gendered career structures. There is evidence of a pre-emptive and continuing uncertainty about the feasibility of an academic career that begins years before embarking on a PhD. The distinctive contribution of the study is the consideration of gendered early processes of forming an academic identity and ongoing collective experiences of becoming an academic.

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“…The third is work-life balance. An increasing number of studies have focused on work-family issues for women in STEM fields, such as software professionals [30] and faculty in STEM departments [31]. Jean et al [32] provided comprehensive reviews on women's family issues in STEM fields.…”

Section: A Brief Review Of Literature On Gender Differences In Major Choicementioning

confidence: 99%

Grey’s Anatomy: Gender Differences in Specialty Choice for Medical Students in China

Shao

Wang

2021

Sustainability

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Gender differences in sub-major choices within the science, technology, engineering, and mathematics (STEM) fields have scarcely been discussed. This study uses administrative records from a top medical school in China to examine gender differences in medical students’ specialty choices. Results showed that, although the gender gap in choosing a clinical track shrinks over time, female students in the clinical track are far less likely to choose highly paid surgical specialties, and this gap persists over time. However, female students outperformed male students in all of the courses. Thus, academic performance cannot explain the underrepresentation of female students in surgery. We further collected questions such as “Why don’t female students choose surgical specialties” and answers to them in “Chinese Quora”, Zhihu.com. A preliminary text analysis showed that ultra-physical load, discrimination in recruitment, women-unfriendly work climates, and difficulties in taking care of family are barriers that prevent women from choosing surgery.

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Department Environment and Work-to-Life Conflict Among Faculty in the STEM Fields

Cited by 12 publications

References 78 publications

Barriers and Assistance for Female Leaders in Academic STEM in the US

Barriers and Assistance for Female Leaders in Academic STEM in the US

Understanding social constructions of becoming an academic through women’s collective career narratives

Grey’s Anatomy: Gender Differences in Specialty Choice for Medical Students in China

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